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Campus Planning and Landscaping Guidelines

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Campus Planning and Landscaping Guidelines CAMPUS PLANNING AND LANDSCAPE GUIDELINES 19 August 2011 Office of Facilities and Campus Services CAMPUS PLANNING AND LANDSCAPE GUIDELINES CONTENTS Part 1: Campus Planning Purpose . .4 Design Process . 5 The Pomona College Campus . 6 Campus Organizational Structure . 7 Campus Planning Guidelines . 8 Districts . 9 District 1: Marston Quadrangle . 10 District 2: The Wash . 16 District 3: East Columbia Avenue . 16 District 4: South Housing and Recreation . 18 District 5: The Victorians and the Cottages . 19 District 6: Sciences . 20 District 7: North Housing . 21 Bibliography . 22 CAMPUS PLANNING AND LANDSCAPE GUIDELINES 2 Part 2: Open Spaces and Landscape Introduction . 24 Purpose of the Guidelines . 25 The Pomona College Campus . 26 Design Character . 27 The Landscape . 28 Hierarchy of Open Space . 30 Organization of Open Space . 32 Landscape Zones . 33 Formal Zone . 34 Informal Zone . 36 Natural Zone . 38 Pomona College Today . 40 Introduction . 40 Edge Conditions . 40 Spatial Relationships . 42 Succession . 43 Campus Lighting . 44 Campus Transportation . 49 Site Furnishings . 50 Sustainability . 52 A Working Definition . 52 Preservation . 54 Lifecycle Costs . 54 Construction Practices . 54 Stormwater Management . 55 Irrigation and Water Conservation . 55 Planting . 56 Operation and Maintenance . 56 Landscape Maintenance . 57 Appendices . 58 Appendix 1: Planting Guidelines . 59 Appendix 2: Hardscape Materials . 67 Works Cited . 71 3 TABLE OF CONTENTS Part 1 CAMPUS PLANNING GUIDELINES PURPOSE The purpose of the guidelines is to describe certain expectations for the planning of buildings and open spaces on the Pomona College campus. The guidelines are for the Pomona College campus community and for architects, landscape architects, and contractors who work with the College. Pomona College has a rich heritage of planning and design that provides a foundation for new and restored buildings and landscapes. The campus is viewed as an evolving place. Successful design celebrates the distinctive elements of the campus environment and the residential college community. Innovation should build on tradition through imaginative ideas, technologies, and processes. These guidelines outline some of the most valued planning, urban design, and building and landscape characteristics of the campus. CAMPUS PLANNING GUIDELINES 4 DESIGN PROCESS The design process is expected to create architecture and landscapes of exceptional, distinguished design quality, integrity, and sensibility for the “Pomona College experience”. The Design Process will be the means to: Build on the rich heritage of planning and design on the Pomona Campus The history of planning and design for Pomona College is well documented. A bibliography of materials that describes many aspects of that history is at the end of this document. Celebrate the distinctive elements of the campus environment with imaginative ideas, technologies, and processes The guidelines describe fundamental qualities and characteristics of the campus environment. Buildings and landscapes should illuminate these qualities in inventive ways that advance the art of design. Assure the development of a comprehensive program and the integration of design aesthetics, functionality and flexibility, capital and life-cycle costs, and sustainability The building program translates academic and residential needs to quantitative and qualitative requirements. It is the first product of the design process, and it is the foundation for the design and planning that follows. The detailed program includes descriptions of space requirements, functional and spatial relationships, indoor environmental design criteria, furnishings and equipment, and expectations for sustainability. The programming process includes the development of a detailed site analysis and program accommodation study. Building and site development budgets reflect capital and life-cycle costs. 5 DESIGN PROCESS THE POMONA COLLEGE CAMPUS The College’s legible planning framework and its buildings, landscapes, places, and works of art distinguish the campus. The residential college community and the physical attributes of the campus create the “Experience of Pomona College”. A designer who understands these distinguishing elements is better prepared to explore innovative solutions that build on and enrich the experience. Notable Context – “The College in a Garden” The “Experience of Pomona College” The Claremont Grid Heritage landscape Scale and density of the campus Marston Quadrangle Blanchard Park—The “Wash” Frederick and Carol Sontag Greek Theatre Peter W. Stanley Academic Quadrangle Memorial Garden SkySpace Fountains Architecturally Distinguished Buildings with Historic Stature Bridges Hall of Music(Myron Hunt) Lebus Court (Myron Hunt) Rembrandt Hall (Myron Hunt) Smiley Hall (Myron Hunt) Carnegie Building Sumner Hall Buildings Notable for Establishing the Distinctive Context of Pomona College Peter W. Stanley Academic Quadrangle, Pearsons, Crookshank, Mason (Building ensemble and open space) Clarks Housing (Courtyard housing based on southern California climate and architectural heritage) Frary Dining (Distinguished space and integration of art) Harwood Court (Early example of a campus building that engages the landscape in a defined courtyard) Notable Contemporary Buildings that Contribute to the College Fabric Smith Campus Center (Integration of planning and architectural qualities) Seaver Theatre (Integration of planning and architectural qualities) Bridges Auditorium (Civic stature, heritage) Richard C. Seaver Biology Building CAMPUS PLANNING GUIDELINES 6 CAMPUS ORGANIZATIONAL STRUCTURE Myron Hunt established the planning framework for the campus in his 1908 plans. Later, Jamieson & Spearl, Architects, and the landscape architect Ralph Cornell, refined and elaborated the Hunt plans. The fundamental elements of the open space framework, landscape, circulation, and programs were described in the Myron Hunt plans. Marston Quadrangle is the academic and civic lawn, the centerpiece of the campus. The buildings, gardens, and courtyards define Pomona College as the “Campus in a Garden”. The north side of the Marston Quadrangle was designated for men’s housing, the sciences, and a gymnasium. A science quadrangle— now the Peter W. Stanley Academic Quadrangle—occupied the northwest corner of the campus. The south side of the Quadrangle was planned for women’s dormitories, liberal arts, and a gymnasium. Carnegie Library was the head of the Quadrangle looking toward the fields that became Blanchard Park, “The Wash”. The Park was designated for recreation, a rural experience, and as the site of a Greek Theatre. Hunt marked the north edge of the campus with the College Gates The mountains then seemed to be at the front door of the campus. The campus is an overlay on the Claremont street grid. The plan establishes axial relationships among structures and places, giving order to the siting and organization of buildings. Pathways, such as the one between the Bridges Hall of Music and the Smith Campus Center, emphasize the axes. These pathways, and sets of east-west enfilades that pass though buildings, gardens, and courtyards, create inside and outside spatial experiences unique to Pomona College. 7 ORGANIZATIONAL STRUCTURE CAMPUS PLANNING GUIDELINES The Campus Planning Guidelines are organized around campus districts. The districts are described by architectural characteristics and programs and by specific elements of the campus planning structure. The guidelines describe the Context for each district, followed by Intent and expectations for development sites within the district. The Context descriptions include the planning framework, distinctive architecture or landscape elements, and relationships to other districts and the Claremont community. The Intent describes expectations for the land use or building program for a site, building setback lines, building height and massing, roof forms, and materials and colors. The guidelines highlight additional expectations such as adherence to elements of the planning framework or special opportunities for sustainable development. Landscape guidelines (a separate document) for the site or for adjacent land uses are referenced. SUSTAINABILITY The College has established goals for sustainability. Among those goals are reduction of energy costs, reduction of greenhouse gas emissions, the responsible application of renewable resources, and financial risk mitigation. Integrating these goals during the programming and design process is required for effective results. Energy Intensity and carbon emission performance requirements (Energy Intensity and CO2 equivalency budgets), for individual buildings or by district, are included in the Pomona College Green Building Standards. Budgets for energy intensity and carbon emissions are determined by: •Building program and use: classroom, office, laboratory, residence, etc. •Year of construction or renovation •Suitability for the application of special technologies, particularly those for renew able energy The design guidelines highlight opportunities for sustainable reductions of energy intensity and carbon emissions. These opportunities are informed by the nature of the building programs and, considering the campus context, the application of technologies for renewable resources. In addition to the energy Intensity and carbon emission budgets: •New construction, renovations, restorations, and alterations to facilities are expected to adhere to Pomona College Green Building Standards
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